Perceptions of students with autism regarding higher education support services

Article


Tolikas, Thomas and Perepa, P. 2018. Perceptions of students with autism regarding higher education support services. Journal of Inclusive Practice in Further and Higher Education. 10 (1), pp. 20-39.
AuthorsTolikas, Thomas and Perepa, P.
Abstract

There is an increase in the number of students with autism accessing higher education (HE). There is also emerging literature about good practice for supporting these students in the HE context. However, there is still very little information concerning which specific services students with autism want. This study addresses this gap by gathering the views regarding the support services of the students in one HE setting. Fifteen students participated in this study and completed a questionnaire to share their views. One of the most significant findings was that while students use only the services which they need, they appreciated having the option to access a variety of services when needed. According to the students, the most helpful services are considered to be the following:- personal mentoring, transitional services, mental health services and the support to complete their application for Disabled Students' Allowances (DSAs.. Students identified disadvantages which included lack of communication among services as well as the limited staff awareness of autism. This is a small-scale study, but the evidence which emerges from it indicates the need for further research in the field.

JournalJournal of Inclusive Practice in Further and Higher Education
Journal citation10 (1), pp. 20-39
ISSN2398-5976
Year2018
PublisherNational Association of Disability Practitioners
Publisher's version
License
Web address (URL)https://nadp-uk.org/wp-content/uploads/2019/01/JIPFHE.ISSUE-10.1-Winter-2018-1.pdf
Publication dates
PrintDec 2018
Publication process dates
Deposited21 Feb 2019
Accepted30 Nov 2018
Accepted30 Nov 2018
Copyright information© 2018 National Association of Disability Practitioners
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https://repository.uel.ac.uk/item/84594

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